Gender bias in L2 writing for Chinese international students
DOI:
https://doi.org/10.54097/ehss.v8i.4383Keywords:
Gender ideology, L2 learners, academic writing, use of language.Abstract
This research is based on the background of the relationship between gender ideology formation and language use in writing. Through reviewing previous studies exploring gender ideology formation, L2 learners’ gender ideology, and gender ideology in China, a research gap targeting the international student population is found under-investigated. International students’ gender ideology would considerably affect future gender ideologies on a global scale. Therefore, this research analysed gender bias in L2 writing for Chinese international students through an academic writing question and semi-structural interviews for five Chinese international students who are studying in Australia. The results suggest that L2 learners’ gender ideology is hard to be changed due to the influential factors of their living environment; L2 learners’ gender ideology can differ in their subject disciplines; and there is no more female-prone language in L2 female learners than L2 male learners.
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